reading+closely

READING CLOSELY AND WRITING TO ANALYZE

Unit Overview
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ESSENTIAL QUESTION
//How Do Authors Develop Complex Characters and ideas?//

This module allows students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas (such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes). This module also focuses on developing students’ close reading skills, strengthen their writing through revisions and editing, and refine their speaking and listening skills through discussion-based assessment and evidence based collaborative analysis.

Common Core Standards
**RL.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. **RL.9-10.4** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. **RL.9-10.10** By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. **RI.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. **RI.9-10.4** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. **RI.9-10.10** By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. **W.9-10.9** Draw evidence from literary or informational texts to support analysis, reflection, and research. **W.9-10.10** Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of purposes, tasks, and audiences. **SL.9-10.1** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. **L.9-10.4.a–d** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies (a–d).
 * Reading- Literature **
 * CCS Standards: Reading – Informational Text **
 * CCS Standards: Writing **
 * CCS Standards: Speaking & Listening **
 * CCS Standards: Language **

Unit I Poetry
Introduces students to poets in conversation, and encourages students to make connections across thematically related texts.


 * Suggested Student Objectives **

Students will be required to:

1) Read closely for textual details 2) Annotate texts to support comprehension and analysis 3) Engage in productive evidence-based discussions about text 4) Collect and organize evidence from texts to support analysis in writing 5) Make claims about and across texts using specific textual evidence 6) Develop and incorporate domain specific vocabulary in written and verbal responses

Unit II The Short Story
Focuses on characterization and the development of the central idea.


 * Suggested Student Objectives **

Students will continue to develop unit 1 skills as well as:

1) Express and analyze evolving impressions of the text as it advances

Unit III The Novel
Students explore character interactions and motivations and how they contribute to the development of a central idea. Students also analyze how rich figurative language contributes to a better understanding of evolving characters and emotions in the story.


 * Suggested Student Objectives **

Students will continue to develop unit 1 skills as well as:

1) Provide an objective summary of the text

2) Paraphrase and quote relevant evidence from a text

3) Critique one’s own writing and peers’ writing

4) Revise writing

5) Generate and respond to questions in scholarly discourse

6) Present information, findings, and supporting evidence clearly, concisely, and logically

Academic Vocabulary
text-specific summary writing strategies structure point of view central idea annotate diction cite supporting detail develop paraphrase structure characterization imagery claim tone close reading analyze

Primary Readings
Unit 1: Thematically related Poetry


 * 1) “The Passionate Shepherd to His Love,” by Christopher Marlowe “The Nymph’s Reply to the Shepherd,” by Sir Walter Raleigh and “Raleigh Was Right” by Carlos Williams
 * 2) "Lineage" by Margaret Walker, ”Combing” by Gladys Cardiff, "The Courage My Mother Had" by Edna Vincent Millay
 * 3) “The Invitation” by Oriah Mountain Dreamer, “If” by Rudyard Kipling, and “Mother to Son” by Langston Hughes
 * 4) "My Mother Pieced Quilts" by Teresa Acosta, "Where I'm From" by George Ella Lyon, "The Father’s Song" by Simon J Ortiz

Suggested Additional Readings
"My Papa’s Waltz" by Theodre Roethke "Grape Sherbet" by Rita Dove "The Father’s Song" by Simon J Ortiz "Theme for English B" by Langston Hughes "The Road Not Taken" by Robert Frost "Oranges" by Gary Soto "Young" by Anne Sexton "Hanging Fire" by Audre Lorde "A Pair of worn In, Beat Up Converse Sneakers, Size 7" by Joyce DeFilippo

Unit 2: Short Stories: "The Palace Thief" by Ethan Canin “Contents of the Dead Man’s Pockets” by Jack Finney “Just Lather, That’s All” translated by Donald Yates “The Pedestrian” by Ray Bradbury "The Osage Tree" by William Stafford "The Gift of the Magi" by O Henry "The Beginning if Something" by Sue Ellen Bridgers "The Scarlet Ibis" by James Hurst "Woman With Flower" by Naomi Long Madgett "Powder" by Tobias Wolff "Fish Cheeks" by Amy Tan

Unit 3: The Novel The Joy Luck Club Friday Night Lights “Dreaming of Heroes”
 * "Two Kinds" by Amy Tan
 * “Rules of the Game” by Amy Tan


 * Suggested Additional Readings **

The Color of Water by James McBride

The Little Prince by Antoine de Saint-Exupery

The House on Mango Street by Sandra Cisneros

Resource Links
Found on Engageny.org pdf Identify and infer character traits pdf Inferring traits and supporting with evidence pdf Answer the BIG Question with Examples and Evidence pdf

These resources are referenced throughout the activities section of this unit.

EngageNY

ReadWriteThink Lesson Planet Web English Teacher Sparknotes Google Images

Activities
Independent Reading

Double-entry journals Group Discussions Blog Discussions Socratic seminars Think-Pair-Share

Essays

Argumentative Essay Comparative Analysis Writing Literary Analysis Essay

Assessments
Module Post-Assessment

Using at least two texts, Students write an essay comparing the relationship between main characters in the texts and how those relationships develop the central idea of the text.
 * A central idea of the text and how it is developed across it
 * What the central idea demonstrates about the author’s perspective on the topic
 * What they have come to understand about the topic from the text.